Functions of Translanguaging Performed by Korean-American Emergent Bilinguals

Chaehyun Lee

doi:doi:10.11648/j.ijeedu.20200903.11

| Peer-Reviewed

Functions of Translanguaging Performed by Korean-American Emergent Bilinguals

Chaehyun Lee

Published in International Journal of Elementary Education (Volume 9, Issue 3)

Received: 30 July 2020 Accepted: 13 August 2020 Published: 8 September 2020

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.

Published in	International Journal of Elementary Education (Volume 9, Issue 3)
DOI	10.11648/j.ijeedu.20200903.11
Page(s)	50-59
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Bilingual Education, Korean Bilinguals, Heritage Language Learning, Translanguaging, Heteroglossia, Discourse Analysis

References

[1]	Jakobson, R. (1960). Closing statement: Linguistics and poetics. In A. S. Thomas (Ed.), Style in language (pp. 350-377). Cambridge, MA: The MIT Press.
[2]	Lindholm-Leary, K. J. (2001). Dual language education. Clevedon, UK: Multilingual Matters. Martin-Beltran, M. (2010). The two-way language bridge: Co-constructing bilingual language learning opportunities. The Modern Language Journal, 94 (2), 254-277.
[3]	García, O. (2011). Educating New York’s bilingual children: Constructing a future from the past. Internatioanl Journal of Bilingual Education and Bilingualism, 14, 133-153.
[4]	Genesee, F. (2008). Bilingual first language acquisition: Evidence from Montreal. Diversite urbaine, 9-26.
[5]	García, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell.
[6]	Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39 (1), 9-30.
[7]	Bailey, B. (2012). Heteroglossia. In The Routledge handbook of multilingualism, ed. M. Martin-Jones, A. Blackledge, and A. Creese, 499-507. London, UK: Routledge.
[8]	García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.
[9]	Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualization and contextualization. Educational Research and Evaluation, 18, 655-670.
[10]	Bauer, E. B., Presiado, V., & Colomer, S. (2017). Writing through partnership: Fostering translanguaging in children who are emergent bilinguals. Journal of Literacy Research, 49 (1), 10-37.
[11]	Durán, L., & Palmer, D. (2014). Pluralist discourses of bilingualism and translanguaging talk in classrooms. Journal of Early Childhood Literacy, 14, 367-388.
[12]	Nam, K. M. (2017). How young children make sense of two different writing systems: Korean written in the Hangul alphabet, and English written in the Roman alphabet. Journal of Early Childhood Literacy, 18 (4), 490-517.
[13]	Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
[14]	Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for teaching and learning. The Modern Language Journal, 94, 103-115.
[15]	Canagarajah, A. S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95, 401-417.
[16]	Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal: The Journal of the National Association of Bilingual Education, 37 (1), 6-23.
[17]	Gravelle, M. (1996). Supporting bilingual learners in schools. Stoke-on-Trent, UK: Trentham.
[18]	Soltero-González, L., & Butvilofsky, S. (2016). The early Spanish and English writing development of simultaneous bilingual preschoolers, Journal of Early Childhood Literacy, 16 (4), 473-497.
[19]	Appel, R., & Muysken, P. (1987). Language Contact and Bilingualism. Amsterdam: Amsterdam University Press.
[20]	Grosjean, F. (1982). Life with Two Languages: An Introduction to Bilingualism. Cambridge, MA: Harvard University Press.
[21]	Malik, L. (1994). Socio-linguistics: A study of code-switching. New Delhi, ND: Anmol Publications Pvt. Ltd.
[22]	Shay, O. (2015). To switch or not to switch: Code-switching in a multilingual country. Social and Behavioral Sciences, 209, 462-469.
[23]	Kramsch, C. & Whiteside, A. (2007). Three fundamental concepts in SLA and their relevance in multilingual contexts. Modern Language Journal, 91, 905-920.
[24]	Gort, M. (2012). Code-switching patterns in the writing-related talk of young emergent bilin- guals. Journal of Literacy Research, 44 (1), 45-75.
[25]	Tribus, A. (2017). "The Communicative Functions of Language: An Exploration of Roman Jakobson’s Theory in TESOL". MA TESOL Collection. 723.
[26]	Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitat

Cite This Article

Plain Text BibTeX RIS

APA Style

Chaehyun Lee. (2020). Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. International Journal of Elementary Education, 9(3), 50-59. https://doi.org/10.11648/j.ijeedu.20200903.11

Copy | Download

ACS Style

Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int. J. Elem. Educ. 2020, 9(3), 50-59. doi: 10.11648/j.ijeedu.20200903.11

Copy | Download

AMA Style

Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int J Elem Educ. 2020;9(3):50-59. doi: 10.11648/j.ijeedu.20200903.11

Copy | Download

@article{10.11648/j.ijeedu.20200903.11,
  author = {Chaehyun Lee},
  title = {Functions of Translanguaging Performed by Korean-American Emergent Bilinguals},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {3},
  pages = {50-59},
  doi = {10.11648/j.ijeedu.20200903.11},
  url = {https://doi.org/10.11648/j.ijeedu.20200903.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200903.11},
  abstract = {In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Functions of Translanguaging Performed by Korean-American Emergent Bilinguals
AU  - Chaehyun Lee
Y1  - 2020/09/08
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200903.11
DO  - 10.11648/j.ijeedu.20200903.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 50
EP  - 59
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200903.11
AB  - In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.
VL  - 9
IS  - 3
ER  -

Copy | Download

Author Information

Chaehyun Lee

Department of Educational Instruction and Learning, Southeastern Oklahoma State University, Durant, USA

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Chaehyun Lee. (2020). Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. International Journal of Elementary Education, 9(3), 50-59. https://doi.org/10.11648/j.ijeedu.20200903.11

Copy | Download

ACS Style

Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int. J. Elem. Educ. 2020, 9(3), 50-59. doi: 10.11648/j.ijeedu.20200903.11

Copy | Download

AMA Style

Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int J Elem Educ. 2020;9(3):50-59. doi: 10.11648/j.ijeedu.20200903.11

Copy | Download

@article{10.11648/j.ijeedu.20200903.11,
  author = {Chaehyun Lee},
  title = {Functions of Translanguaging Performed by Korean-American Emergent Bilinguals},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {3},
  pages = {50-59},
  doi = {10.11648/j.ijeedu.20200903.11},
  url = {https://doi.org/10.11648/j.ijeedu.20200903.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200903.11},
  abstract = {In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Functions of Translanguaging Performed by Korean-American Emergent Bilinguals
AU  - Chaehyun Lee
Y1  - 2020/09/08
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200903.11
DO  - 10.11648/j.ijeedu.20200903.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 50
EP  - 59
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200903.11
AB  - In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.
VL  - 9
IS  - 3
ER  -

Copy | Download